Educational Methods for Deaf-Blind and Severely Handicapped Students. Volume IV.

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181

Department of Education, Washington, DC.

Career Development; Communication Skills; Consultants; Curriculum; Deaf Blind; Early Childhood Education; Elementary Secondary Education; Job Skills; Language Acquisition; Motor Development; Parent Attitudes; Play; Resource Room Programs; Self Care Skills; Self Mutilation; Severe Disabilities; Teaching Methods; Vocational Education; Work Experience Programs

Fourteen papers resulting from workshops on the inservice needs of educators working with deaf-blind and severely handicapped students cover educational programing, communication, work skills, and consulting. Entries include the following titles and authors: "Play: An Instrument for Growth in Multihandicapped Children" (D. Enright); "Problems in Managing Self-Injurious and Self-Stimulatory Behaviors" (R. Neel, J. Kayser); "Teaching Self-Help to Severely and Multiply Handicapped Children" (T. Jones); "Motor Functioning" (M. Forman, M. Smith); "Introduction to a Study on the Concerns of Parents with Deaf-Blind Children" (P. Fernandez); "The Emergence of Intentional Communication" (I. Bretherton, E. Bates); "Early Childhood Language and Its Social Substrate" (L. Kent); "A Strategy for Developing Chronological Age Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young Adults" (L. Brown et al.); "The Lower Functioning Severely Handicapped Individual: Providing Work Skills Training During the Educational Years" (G. Stone); "Career Development Needs of Students Who Are Multi-handicapped" (F. Simpson); "A Prevocational Resource Room: A Program Model for Severely Handicapped Students" (B. McGinnity); "Public School Sponsored Community Based Work Training Programs for Deaf-Blind Adolescents" (D. Dildy); "How to Consult with Instructional Staff" (A. Ivey); and "Consultation for Related Service Personnel" (C. Jones). (SBH)

1981

ED196196